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Direct linkAletha Sutton; Angelica Pikula; Zhihui Yi; Mark R. Dixon – Journal of Developmental and Physical Disabilities, 2022
The present study examined the relationships between the standardized applied behavior analysis (ABA) direct assessment, the PEAK Comprehensive Assessment (PCA), and established assessments commonly used in educational and clinical settings, including the Childhood Autism Rating Scale - Third Edition (CARS-3), the PDD Behavior Inventory (PDDBI),…
Descriptors: Test Validity, Intelligence, Behavior Problems, Autism Spectrum Disorders
Caputo, Giovanni; Ippolito, Giovanni; Mazzotta, Marina; Sentenza, Luigi; Muzio, Mara Rosaria; Salzano, Sara; Conson, Massimiliano – Journal of Autism and Developmental Disorders, 2018
Aquatic therapy improves motor skills of persons with Autism Spectrum Disorders (ASD), but its usefulness for treating functional difficulties needs to be verified yet. We tested effectiveness of a multisystem aquatic therapy on behavioural, emotional, social and swimming skills of children with ASD. Multisystem aquatic therapy was divided in…
Descriptors: Pervasive Developmental Disorders, Autism, Adjustment (to Environment), Behavior Rating Scales
McIntyre, Laura Lee; Brown, Mallory – Journal of Intellectual & Developmental Disability, 2018
Background: Social support has been described as a vital resource for families with children with disability. Although the benefits of social support have been described, little is known about the utilisation patterns in families of young children with autism spectrum disorder (ASD). Method: In a community sample of 78 American families with…
Descriptors: Social Support Groups, Mothers, Autism, Pervasive Developmental Disorders
Hochman, Julia M.; Carter, Erik W.; Bottema-Beutel, Kristen; Harvey, Michelle N.; Gustafson, Jenny R. – Exceptional Children, 2015
Although peer interaction takes on increased salience during adolescence, such social connections remain elusive for many high school students with autism spectrum disorder (ASD). This social isolation can be particularly prevalent within unstructured school contexts. In this study, we examined the effects of a lunchtime peer network intervention…
Descriptors: Peer Relationship, High School Students, Autism, Pervasive Developmental Disorders
Golya, Nandita; McIntyre, Laura Lee – Journal of Intellectual & Developmental Disability, 2018
Background: Understanding adaptive behaviour variability in children with autism spectrum disorder (ASD) may have important implications for early intervention. The purpose of this study was to explore whether autism symptom severity and caregiver depression affected adaptive behaviour in young children with ASD. Method: Data were collected from…
Descriptors: Child Behavior, Behavior Problems, Autism, Pervasive Developmental Disorders
Download full textHochman, Julia M.; Carter, Erik W.; Bottema-Beutel, Kristen; Harvey, Michelle N.; Gustafson, Jenny R. – Grantee Submission, 2015
Although peer interaction takes on increased salience during adolescence, such social connections remain elusive for many high school students with autism spectrum disorder (ASD). This social isolation can be particularly prevalent within unstructured school contexts.In this study, we examined the effects of a lunchtime peer network intervention…
Descriptors: Peer Relationship, High School Students, Autism, Pervasive Developmental Disorders
Reszka, Stephanie S.; Boyd, Brian A.; McBee, Matthew; Hume, Kara A.; Odom, Samuel L. – Journal of Autism and Developmental Disorders, 2014
The autism spectrum disorder (ASD) diagnostic classifications, according to the DSM-5, include a severity rating. Several screening and/or diagnostic measures, such as the autism diagnostic and observation schedule (ADOS), Childhood Autism Rating Scale (CARS) and social responsiveness scale (SRS) (teacher and parent versions), include an…
Descriptors: Autism, Clinical Diagnosis, Severity (of Disability), Behavior Rating Scales
Otsuka, Sadao; Uono, Shota; Yoshimura, Sayaka; Zhao, Shuo; Toichi, Motomi – Journal of Autism and Developmental Disorders, 2017
The aim of this study was to identify specific cognitive abilities that predict functional outcome in high-functioning adults with autism spectrum disorder (ASD), and to clarify the contribution of those abilities and their relationships. In total, 41 adults with ASD performed cognitive tasks in a broad range of neuro- and social cognitive…
Descriptors: Autism, Pervasive Developmental Disorders, Adults, Cognitive Ability
Konrad, Moira; Clark, Kelly A.; Test, David W. – Career Development and Transition for Exceptional Individuals, 2017
Students with disabilities trail behind their peers without disabilities while in school, as well as in post-secondary outcome areas. Given that self-determination and enhanced academic skills are associated with improved post-school outcomes, one possible solution is to identify interventions that teach self-determination and academic skills…
Descriptors: Writing Skills, Teaching Methods, Disabilities, Writing Instruction
Strain, Phillip S. – Topics in Early Childhood Special Education, 2017
This article reports on a 4-year follow-up study from the Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP) randomized trial of early intervention for young children with autism. Overall, participants from LEAP classes were marginally superior to comparison class children on elementary school outcomes specific…
Descriptors: Followup Studies, Preschool Children, Parents, Early Intervention
Carter, Erik W.; Asmus, Jennifer; Moss, Colleen K.; Biggs, Elizabeth E.; Bolt, Dan M.; Born, Tiffany L.; Brock, Matthew E.; Cattey, Gillian N.; Chen, Rui; Cooney, Molly; Fesperman, Ethan; Hochman, Julia M.; Huber, Heartley B.; Lequia, Jenna L.; Lyons, Gregory; Moyseenko, Kerrie A.; Riesch, Lindsay M.; Shalev, Rebecca A.; Vincent, Lori B.; Weir, Katie – Exceptional Children, 2016
Enhancing the social and learning experiences of students with severe disabilities in inclusive classrooms has been a long-standing focus of research, legislative, and advocacy efforts. The authors used a randomized controlled experimental design to examine the efficacy of peer support arrangements to improve academic and social outcomes for 51…
Descriptors: High School Students, Severe Disabilities, Randomized Controlled Trials, Peer Relationship
Gardner, Karen F.; Carter, Erik W.; Gustafson, Jenny R.; Hochman, Julia M.; Harvey, Michelle N.; Mullins, Teagan S.; Fan, Hannah – Grantee Submission, 2014
Supporting social interactions and positive peer relationships is an important element of comprehensive secondary education and transition programming. For many adolescents with autism spectrum disorders (ASDs), such social connections may be fairly limited apart from intentional programming. We examined the efficacy and social validity of peer…
Descriptors: Peer Relationship, Peer Influence, Interaction, High School Students
Strain, Phillip S. – Grantee Submission, 2017
This article reports on a 4-year follow-up study from the Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP) randomized trial of early intervention for young children with autism. Overall, participants from LEAP classes were marginally superior to comparison class children on elementary school outcomes specific…
Descriptors: Pervasive Developmental Disorders, Autism, Rating Scales, Behavior Rating Scales
Carlson, Janet F.; Benson, Nicholas; Oakland, Thomas – School Psychology International, 2010
Implications of the International Classification of Functioning, Disability and Health (ICF) on the development and use of tests in school settings are enumerated. We predict increased demand for behavioural assessments that consider a person's activities, participation and person-environment interactions, including measures that: (a) address…
Descriptors: Classification, Models, Test Construction, Test Use
Peer reviewedSchopler, Eric; And Others – Journal of Autism and Developmental Disorders, 1980
Analysis of scores of 537 autistic children on the Childhood Autism Rating Scale is presented and the administration, composition, and scoring of the scale are discussed. Findings noted include the scale's ability to distinguish two groups of autistic Ss from other developmentally disabled Ss. (CL)
Descriptors: Autism, Behavior Rating Scales, Evaluation Methods, Exceptional Child Research
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